Abstract
The social–emotional behaviors of 76 adolescents with moderate to profound hearing impairment enrolled in residential and public schools were assessed by their classroom teachers. Each student was rated on two instruments: (1) The Meadow Kendall Social-Emotional Assessment and (2) The Social Skill Rating Scale–Teacher Form. Comparisons were made across two settings that included three educational programs (i.e., two total-communication programs and one oral program) located in two public schools and one residential school. No statistically significant differences were found among the three groups. The findings are discussed relative to previous studies and implications for educational programming for students with hearing impairment.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
